Education Meet Fiona Stevens, Janine Rhodes, Dr Phyllis Chee and - - PowerPoint PPT Presentation

Contributions to Social Justice: When Social Housing and Field Education Meet

Fiona Stevens, Janine Rhodes, Dr Phyllis Chee and Tammy Milton

Introduction

• Field Education – cornerstone in social work placements
• Unprecedented demand for placements = increasing student numbers
• Changes in Program structures
• Pressure in the field = demand vs funding
• Response = collaborative partnerships

How did this happen?

• Serendipity!
• Agency with multiple projects & University requiring multiple

placements

• Mangrove = open to “give it a go” and “why not?” rather that “why

would we?”

• Staff to support and absorb students
• Confident agency could manage the challenge
• Students could support each other – negotiate projects based on own

capabilities

Initial Observations

• Students contribution to agency =
• Increase in service delivery
• Project implementation
• Meeting key performance indicators
• Engagement with other staff – questioning, reflecting, processing

Integrating students in the agency:

• Creating a positive/shared supervision model
• Staff providing support/direction with students
• Orientation process = positive outcomes
• Students confidence established in this process
• Students’ project presentation = shift in staff’s attitude

In practice...

• Trust in the relationship
• Continual engagement – checking in
• Goodwill with parties
• Matching student goals to learning opportunities
• It’s not perfect!

Critique of our process:

• Organic process vs evidence-based approach
• How is this different from any other placement arrangement?
• Developed agency confidence
• Integration of students
• Increasing momentum for students
• Identified process for “matching” students

Limitations – research team reflection:

• Personal experiences of the team - may not work elsewhere
• Based in relationship - time/resources can limit the approach

Discussion & Implications:

• Identified extension to supervisors training
• Compatibility & availability with staff and students
• Resource intensive (model)

Conclusion

• Be aware of mutual benefits (field education placements can

support agency’s practice and vice versa)

• Focus on relationships and building trust
• Select suitable students (university and agency)
• Allocate resources appropriately
• Ongoing review of placement process (university and agency)